Integrating Performance Assessments across a PK-20 Continuum: A Locally Developed Collaboration

Autor/inn/en	McCurdy, Kathryn; Reagan, Emilie Mitescu; Rogers, Audrey; Schram, Thomas
Titel	Integrating Performance Assessments across a PK-20 Continuum: A Locally Developed Collaboration
Quelle	In: Education Policy Analysis Archives, 26 (2018) 14, (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Stellungnahme; Performance Based Assessment; Preschool Education; Elementary Secondary Education; Higher Education; Preservice Teacher Education; College School Cooperation; State Programs; New Hampshire + Suchen Sie Ihr Suchwort? Leistungsermittlung; Pre-school education; Vorschulerziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Regierungsprogramm
Abstract	A response to Stosich et al.'s (2018) article reviewing ways in which states have taken up performance assessments, this commentary seeks to extend the focus and use of performance assessments to preservice teacher education. As such, the authors describe statewide initiatives in New Hampshire that are working to integrate performance assessments along a PK-20 continuum by articulating how Stosich et al.'s key points of educator capacity, context, and assessments for and of learning are developing in one state. This commentary highlights key contextual factors for the lasting implementation of the performance assessments as well as raises critical new challenges and opportunities for understanding this tool as an assessment for and of learning. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01